EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.

SCIENCE 7 3RD QUARTER/ FORCE, Week 1 Day 1 1
MOTION AND ENERGY

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of motion in one dimension
B. Performance The learners shall be able to conduct a forum on mitigation and disaster risk reduction
Standards
Describe the motion of an object in terms of distance or displacement, speed or velocity,
and acceleration;
C. Learning S7FE-IIIa-1
Competencies/
 Describe frame of reference
Objectives
Write the LC code  Recognize the importance of the frame of reference (or reference point) and
for each direction in describing the position of an object
 Locate the position of an object with respect to a frame of reference (or reference
point).
II. CONTENT Introduction to Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
1-5
pages
2. Learner’s Materials
pages
1-7
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
Get to know Waze, YouTube video, 0:44, posted by “Waze”, March 10, 2016,
https://www.youtube.com/watch?v=PPpZNzXqId0

http://www.brighthubeducation.com/lesson-plans-grades-3-5/35418-an-introduction-to-
the-concept-of-motion/- picture children

http://wonderopolis.org/wonder/why-dont-motorcycles-fall-while-moving- Picture
motorcycle

https://www.compassion.com/poverty/famous-quotes-about-children.htm- Picture
running children
B. Other Learning
Resources
https://fineartamerica.com/featured/jeepney-moving-on-the-road-manila-panoramic-
images.html-picture jeepney

http://scisubtutor.blogspot.com/2011/08/motion.html- picture car with tree

maps.me, accessed July 28, 2017, http://maps.me/en/home

https://www.pinterest.com/pin/338262621995796909/

MAPS.ME Mobile offline maps, You Tube video,0:30, posted by “MAPS.ME official”,
December 19, 2016, https://www.youtube.com/watch?v=9rp_qE36oFI
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SCIENCE 7 3RD QUARTER/ FORCE, Week 1 Day 1 2
MOTION AND ENERGY

IV. PROCEDURES
Show examples of object in motion. Examples could be actual moving objects, short
videos, animation or pictures.

A. Reviewing previous
lesson or
presenting the new
lesson

What do you think are similar among the pictures?

Is the object a person/object in motion? Is it moving? Why did you say so?
How can we describe an object’s motion?
How did you know that an object is moving or not?

Lead the learners to realize that identifying the object’s position will help describe the
object’s motion.
“BRING ME version 1”

Option A:
Prior the class starts, put two or more similar objects inside the classroom without the
learners knowledge. During the class, ask the learners to get these objects and bring them
to you. (e.g. two similar books placed side by side on a table)

Option B:
B. Establishing a Select any specific object in the room and ask the learners to bring it to you. (Select similar
purpose for the objects to confuse the learners, you may describe the objects you want them to bring. Do
lesson not directly tell them what they are)

In both cases do not give the location of the object. It is expected that the learners will
have difficulty identifying/locating the object.

Was it easy to find/locate the object?

What difficulty/difficulties did you encounter?
What can help you accomplish the task?

“BRING ME version 2”
C. Presenting Again, ask the learners to bring specific object/objects and this time specify the location.
examples/instance
s of the new lesson Provide a reference point.
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GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
SCIENCE 7 3RD QUARTER/ FORCE, Week 1 Day 1 3
MOTION AND ENERGY

Was it easy to find/locate the object this time?

Did you encounter the same difficulty/difficulties?
What help you locate the specified object?

Lead the learners to the concept of FRAME OF REFERENCE.

D. Discussing new
concepts and
practicing new
skills #1

Show pictures of object/objects positioned relative to a reference point. Use the pictures
to help the learners understand the concept of frame of reference.

What is a frame of reference?

Why is a frame of reference useful in describing the motion of an object?
How can you describe the object used as a frame of reference?

Why is it important to know the frame of reference in locating something?

What other things can be included apart from a frame of reference to help you locate the
position of an object?

Lead the learners to the importance of including a measurement scale relative to a frame
of reference.
Show pictures of objects positioned relative to a reference point with a measurement scale
E. Discussing new
and pictures showing an object positioned relative to a reference point but without a
concepts and measurement scale.
practicing new
skills #2

A B
From the illustrations above, which is more helpful and accurate in locating the position of
an object? Why?
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MOTION AND ENERGY

What are the advantages of having a measured scale?

What are the disadvantages of lacking a measured scale?
How important are measurements in telling how far places or objects are?
“Lost and Found”

Let the learners work as a group.

Option A:
Use any available online MAP/Navigation application like Google Maps or Waze. An offline
MAP/Navigation application like Maps.Me can also be used.
Set a specific place as a target location or destination (e.g. library, school, government
office or other establishments nearest to your school). Have the learners find their ways to
the given location using reference points and measurement scales. Require the learners to
write the steps and draw a diagram showing how they can find their ways to the target
location.

F. Developing
mastery (leads to
Formative
Assessment 3)
Note: Chess game with labels on the board can be an alternative for position.

Option B:
If MAP/Navigation applications are not available set specific areas inside the school
premises (library, faculty room, guidance office) or objects inside the classroom as the
target location or destination. Have the learners find their ways to the given
location/points using reference points and measurement scales. Require the learners to
write the steps and draw a diagram showing how they can find their way to the target
location

Let each group exchange outputs and comment on the effectiveness of the each group’s
diagram and steps in directing the audience to the target location. The learner can assess
each other’s work by using a star rating. 5-star being the highest and 1-star being the
lowest.
Select two or more groups to present their work in front of the class.

What is the frame of reference used by the group?

Were they helpful?
Is the measurement scale used accurate?
How does it help in finding your way to the target location?
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MOTION AND ENERGY

Why is understanding frame of reference important in our daily lives?

Are there some technological applications that help us locate places by giving us some
frame of reference and exact measurement scales?

“FINDING MY WAY”

OPTION A:
If available, download and show the promotional video of WAZE or MAPS.ME or other
similar applications to the learners

G. Finding practical
applications of
concepts and skills
in daily living

How do WAZE and MAPS.ME help us locate a certain place or position?

Do these application use frame of reference in pointing a position or place?
Are there measurement scales provided?

OPTION B:
Give this scenario: An earthquake occurs and most people are in confusion. One learner
(use any hypothetical name) was separated from his/her family in an unfamiliar place. To
be reunited he/she needs to call her parents and inform them of his/her location.

How should he/she inform his/her parents about his or her location?
What could help his/her parents determine his or her location?
Ask the following questions to summarize and emphasize the main concepts learned by
the learners:

H. Making How can you describe an object’s motion?

generalizations Why is determining object’s position important in describing its motion?
and abstractions What is a frame of reference?
about the lesson Why is a frame of reference useful?
How does a use of a measurement scale provide clarity in locating the position of an
object?

The outputs of the activity will serve as a means to assess learner’s learning. Use the rubric
provided for the activity.
I. Evaluating learning
EXIT TICKET: Three-two-one-go
Ask the learners to write three things that they learned from the lesson, two things that
interest them and one thing that they think still needs clarification.
OPTION A:
J. Additional activities Task the learners to prepare a diagrammed plan (using a NAVIGATION APP) on how they
for application or will be able to reunite themselves to their family in case of a disaster. Identify the
remediation reference points and the step by step route to be taken.
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SCIENCE 7 3RD QUARTER/ FORCE, Week 1 Day 1 6
MOTION AND ENERGY

OBTION B:
Create an emergency exit plan for the class in case of a disaster
Identify the reference points and the step by step route to be taken.

The plan for either case will be presented in a forum at the end of Unit 3 Module.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have coped
with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Abigael M. Manzano
Writer/s: Caloocan City Science High School
Caloocan

Abigael M. Manzano Michelle R. Miramonte

Caloocan City Science High School Pasay City National Science High School
Caloocan Pasay
Team Members: Mary Grace C. Magno
Hershey C. Hipolito
Navotas National High School
Ramon Magsaysay High School
Navotas
Manila
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SCIENCE 7 3RD QUARTER/ FORCE, Week 1 Day 1 7
MOTION AND ENERGY

TEACHER HANDOUT

Rubric for learner’s Lost and Found Activity

CRITERIA 1-No Effort 2-Beginner 3- On my way 4- Almost there 5- Mastery

No identified Identified one Identified three Identified five Identified six or
Frame of reference
frame of to two frames to four frames to six frames of more frames of
used
reference of reference of reference reference reference
No Used a Used a Used a Used a
measurement measurement measurement measurement measurement
scale used scale but scale with unit scale with unit scale with unit
Measurement Scales
without a unit but intervals and consistent/
are inconsistent appropriate
intervals
No step by step Missed three or Missed two of Missed one of Step by step
direction more directions the directions the directions directions are
Step by Step directions
provided complete and
accurate
Paper is Paper is not Paper is clean, Paper is clean, Diagram is neat
crumpled and crumpled but not crumpled not crumpled, and organized
dirty and has dirty and has but has plenty no erasure but and error free
Neatness/Organization
plenty of plenty of of erasures and has errors
erasures and erasures and errors
errors errors
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GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
SCIENCE 7 3RD QUARTER/ FORCE, Week 1 Day 1 8
MOTION AND ENERGY